Pengaruh Pembelajaran Matematika Terhadap Kemandirian Belajar Siswa Pada Masa Pandemi Covid-19 Di Kelas Xi Sma Negeri 1 Kuala

Wahyuni, Rahmi; Harfad, Harfad

doi:10.32505/qalasadi.v4i2.2224

Cited by 2 publications

(2 citation statements)

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“…Banyak fasilitas yang dapat digunakan untuk pembelajaran daring, seperti menggunakan aplikasi tatap muka virtual, Learning Management System (LMS) serta aplikasi gawai seperti WhatsApp, Zoom, Google Meet, Google Classroom dan YouTube. Fasilitas tersebut dapat memungkinkan pembelajaran terus berlangsung, namun perlu ditinjau kembali apakah pembelajaran menggunakan fasilitas tersebut dapat membuat peserta didik mandiri dan menumbuhkan minat dalam pembelajaran matematika (Wahyuni & Harfad, 2020).…”

Section: Pendahuluanunclassified

Analisis Minat Dan Kemandirian Belajar Peserta Didik Dalam Pembelajaran Matematika Secara Daring Di Ma Negeri Insan Cendekia Sorong Pada Masa Pandemi Covid-19

Riskawati¹,

Triono²,

Syamsulrizal³

2022

THEOREMA

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Penelitian ini bertujuan untuk mengetahui minat dan kemandirian belajar peserta didik kelas XII IPA 2 dalam pembelajaran matematika secara daring di MA Negeri Insan Cendekia sorong pada masa pandemi Covid-19. Jenis penelitian ini menggunakan pendekatan kualitatif deskriptif. Sumber data yang digunakan yaitu data primer dan sekunder. Teknik pengumpulan data dengan cara observasi, penyebaran angket dan wawancara. Teknik analisis data yang digunakan adalah pengumpulan data, reduksi data dan penyajian data. Hasil penelian ini menunjukkan bahwa minat dan kemandirian belajar peserta didik dapat ditinjau dari beberapa indikator. Indikator minat belajar yaitu: ketertarikan, konsentrasi/perhatian dalam belajar, motivasi dan pengetahuan. Indikator kemandirian belajar yaitu: tanggung jawab, percaya diri, mampu mengontrol diri, mengevaluasi diri dan kesadaran untuk belajar mandiri. Minat dan kemadirian belajar dapat diperoleh berdasarkan tiga kategori yaitu rendah, sedang dan tinggi. Hasil penelitian menunjukkan bahwa peserta didik yang berkemampuan rendah memiliki minat belajar yang rendah dan memiliki kemandirian belajar yang rendah dan sedang. Peserta didik yang berkemampuan sedang memiliki minat belajar yang sedang dan tinggi dan memiliki kemandirian belajar yang sedang. Peserta didik yang berkemampuan tinggi memiliki minat belajar yang sedang dan tinggi dan memiliki kemandirian belajar yang tinggi.

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Section: Pendahuluanunclassified

Analisis Minat Dan Kemandirian Belajar Peserta Didik Dalam Pembelajaran Matematika Secara Daring Di Ma Negeri Insan Cendekia Sorong Pada Masa Pandemi Covid-19

Riskawati¹,

Triono²,

Syamsulrizal³

2022

THEOREMA

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“…However, through self-directed learning the teacher can organize students to be independently active in their learning process, initiate, be responsible for, and solve problems based on information, data, and knowledge provided in their online class (Herwanto et al, 2020). Self-directed learning is a learning process influenced by self-thought, feelings, strategy, and behavior to achieve specific goals (Wahyuni & Harfad, 2020). Students with strong selfdirected learning abilities will be able to solve problems or issues during or outside of class activities.…”

Section: Introductionmentioning

confidence: 99%

The iSpring learning media integrated with the KWL learning model: Impact on Students' self-directed learning in momentum and impulse

Damayanti

Mundilarto

2022

jipfalbiruni

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In this pandemic era, learning style transformation required students to change their learning style to self-directed learning. However, a lack of student initiation led to sub-optimality of education, particularly for some materials such as momentum and impulse, which are classified as complex concepts in physics. This study aimed to examine the impact of iSpring learning media in conjunction with the Know-Want-Learn (KWL) learning model on students' self-directed learning. The data analysis used in this study was an independent t-test to analyze the difference in self-directed learning between students in the control and experiment groups. Furthermore, this study was intended to investigate students' self-directed learning during the implementation of iSpring learning media integrated with the KWL learning model. This study included 31 students divided into the control group and the experiment group, which was chosen using purposive sampling. The difference in students' learning independence between the control and experiment groups was examined using a post-test-only research design. Students in the experimental group demonstrated greater learning independence than students in the control group, which did not use the iSpring integrated with the KWL learning model. This result also implies that after implementing iSpring as the learning media integrated with KWL as the learning model, students' self-directed learning differed in the experiment and control groups.

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Pengaruh Pembelajaran Matematika Terhadap Kemandirian Belajar Siswa Pada Masa Pandemi Covid-19 Di Kelas Xi Sma Negeri 1 Kuala

Cited by 2 publications

References 0 publications

Analisis Minat Dan Kemandirian Belajar Peserta Didik Dalam Pembelajaran Matematika Secara Daring Di Ma Negeri Insan Cendekia Sorong Pada Masa Pandemi Covid-19

Analisis Minat Dan Kemandirian Belajar Peserta Didik Dalam Pembelajaran Matematika Secara Daring Di Ma Negeri Insan Cendekia Sorong Pada Masa Pandemi Covid-19

The iSpring learning media integrated with the KWL learning model: Impact on Students' self-directed learning in momentum and impulse

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